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Fluency Is More than Reading FAST…
BSSD Rigorous Reading Webinar Series March 19, 2012
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Today’s Objec-ves • Understand that mul-ple factors interact with fluency, both at the skill level and the passage level
• Learn which universal screening assessments may be helpful in looking for key fluency issues for struggling students
• Share fluency building strategies aimed at increasing reading rate and improving reading expression
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Fluency is more than reading
fast…
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Type in chat:
• How would you define fluency?
• What are the aFributes of a fluent reader?
“Fluency is the ability to read a text quickly, accurately, and with proper expression” National Reading Panel, 2000
“Reading fluency refers to efficient, effective word recognition skills that permit a reader to construct the meaning of a text. Fluency is manifested in accurate, rapid, expressive oral reading and is applied during, and makes possible, silent reading comprehension.” Pikulski & Chard, 2005
“The ability to read connected text rapidly, smoothly and effortlessly with little attention to mechanics of reach such as decoding.” Meyers and Felton, 1999
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Dysfluent Readers…
Read with great effort Read word by word instead of phrases or chunks Typically fail to attend to punctuation or use intonation May attempt to sound out irregular words May reread the same phrase or sentence over and over Do not usually choose reading for pleasure Often skip words Often do not form connections between the word and how
they read it last time
Reading Fluency: What is it and Why is it Important? By Linda Balsiger, M.S., CCC-SLP
Fluent Readers…
Read every letter within in word Read almost every word Break words into syllable Rely little on context clues Sound like speaking Activates vocabulary Uses knowledge base to predict what comes next Attention is focused on connections,
comprehension Reading Fluency: What is it and Why is it Important? By Linda
Balsiger, M.S., CCC-SLP
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4 “Processors” in the Brain
1) Phonological 2) Orthographic 3) Meaning 4) Context
FLUENCY is possible when ALL processors are engaged LETRS by Louisa Moats
Fluency
Research IdenOfies 9 Steps to Building Fluency Pikulski & Chard (2005)
1. Develop phonemic awareness, letter knowledge & phonics foundations
2. Increase vocabulary and oral language skills
3. Effectively teach high frequency words
4. Teach common word parts and spelling patterns
5. Teach/practice decoding skills (including multi-syllabic)
6. Provide students time in appropriate text to build fluent reading skills
7. Use guided oral repeated reading strategies
8. Support and encourage wide reading
9. Implement screening and progress monitoring assessments
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Big Ideas from research
The more aYenOon readers must give to idenOfying words, the less aYenOon they have le\ to give to comprehension. (Foorman & Mehta, 2002; LaBerge & Samuels, 1974; Samuels, 2002)
Reading requires the coordinated use of mulOple brain processors. (Rayner et al., 2001, 2002)
EffecOve fluency instrucOon encompasses 9 key steps. (Pikulski & Chard 2005)
AIMSweb and Fluency
Universal Fluency Screening Assessment measure how successfully a child is progressing in criOcal early reading skill areas.
These measures have been shown to reliably predict whether a child is on track to become a reader by the end of 3rd grade.
(Good, Gruba & Kaminski 2001)
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Screening Assessments…
Fluency screening measures an be given quickly and they are easy to score.
They are indicators of reading ability.
They are NOT thorough assessments of reading skills.
They are not designed to diagnose specific reading difficulOes.
Can begin to help us answer the quesOon: “Is the student reading as well as we expect for his grade level?”
MEASURING Fluency at the Skill level
Letter Sound Fluency-(measures student’s ability to automatically associate sounds with letter symbols)
Letter Naming Fluency-(measures student’s ability to automatically name symbols of the alphabet)
Phonemic Segmentation-(measures student’s
ability to automatically isolate phonemes in a word)
Nonsense Word Fluency-(measures student’s
ability to automatically demonstrate sound-symbol blending
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MEASURING Fluency at the Passage Level
Reading Curriculum Based Measure (RCBM, ORF) Measures student’s ability to read a automaOcally read a passage quickly and accurately
Does not measure comprehension
Fluency is a posiOve contributor to comprehension and RCBM, ORF measures the fluency part, not comprehension itself
Rate/Accuracy
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Words Correct Per Minute = RATE
Shows how quickly words are read correctly in a minute, established norms/benchmarks for age/grade level.
WCPM is calculated by measuring the # of words read correctly in 1 minute. It is calculated:
(Total # words read) – (# errors) = RATE
Recommended Accuracy Benchmarks End-‐of-‐Year Grade-‐Level Materials
Grade
Time of Year
Beginning Middle End
1 NA 80% 90% 2 92% 95% 97%
3-12 97% 97% 97%
Until more research is conducted on accuracy percentage, consider using the accuracy benchmarks above as part of oral reading fluency screening data.
Students who do not meet BOTH the WCPM and Accuracy Percentage benchmarks should be diagnosed for specific weaknesses that are the cause of
the student not meeting benchmark.
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Practical Implication of Accuracy and Comprehension
Even the smallest inaccuracy in reading can make a difference in comprehension.
1. The horse got a cold. 2. The horse got cold.
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Instruction/Intervention Approaches
Programatic Read Naturally Six Minute Solution
Data/Classroom Driven
Choral Reading Partner Reading Repeated Reading Reader’s Theater IntervenOon Central hYp://www.intervenOoncentral.org
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IN-‐CLASS Fluency Building Strategies
There are many strategies that can be incorporated into daily lesson plans that will help students increase their reading accuracy, rate and build expression to help construct meaning.
ALL students need to HEAR and PRACTICE fluent reading.
Repeated Reading Strategy
Use this strategy with students who are accurate but slow. This is not appropriate for students who are already fluent or who are not accurate.
Focused practice that can be used to increase accuracy and automaticity with
letters sounds sight words phrases connected text
Passages can be found everywhere. Students need to be able to read the passage with 95-‐97% accuracy.
At least 3 times a week
5-‐10 minutes
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Repeated Reading Strategy
“Cold Oming” -‐ students are Omed for one minute, reading a new text. Record # of words.
Teacher models fluent reading of passage, students choral read with the teacher (possibly more than once). Sharing informaOon about text meaning and unknown vocabulary is also helpful.
Students pracOce the passage independently.
“Hot Oming;” charOng growth (can be done in partners)
GGooaallss ffoorr FFlluueennccyy FFuucchhss,, eett aall..,, 11999933
Grade
Fuchs, et al. Realistic Goals
Fuchs, et al. Ambitious Goals
1 2 words/wk 3 words/wk
2
1.5 words/wk
2.0 words/wk
3
1.0 words/wk
1.5 words/wk
4
.85 words/wk
1.1 words/wk
5
.5 words/wk
.8 words/wk
6 .3 words/wk .65 words/wk
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SOcky Reading
Give each student three stickies of various colors along with passage to read. Students begin whisper reading for one minute. At the end of one minute, student
place on sticky at the end of the last word they read.
Students go back to the beginning of the selection. Time them again for one minute and again put the sticky at the end of the last work they read.
Repeat the above procedure one more time.
Ask students to observe how much faster they got by sticky number three. Why do they think they got this far?
Note: As with any new learning, preteach this strategy. First, the teacher models,
then students practice with the teacher. Finally, students try this on their own.
Partner Reading Intentional “pairing” of students to practice reading (often
students paired: low/medium; medium/high; lowest readers in triads)
Procedures for partner reading need to be modeled and
practiced Seating arrangement Assign partners in advance Decide who is number 1 & 2 in the partnership Tell students what to do when finished with passage Length of reading (alternate sentences, paragraphs, pages…) Correction procedures (ex. STOP CHECK: “Can you figure
out that word?” TELL: “The word is ___”)
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Choral Reading
Read selecOon with your students Read at a moderate rate Tell your students, “Keep your voice with mine.” Model fluent reading with expression.
Story Reading With Parts
Use curriculum passages that lend themselves to a group “reader’s theatre” style.
Assign mulOple students to each part, maximizing the Ome ALL are reading.
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AssisOng students with “phrasing” to build fluency Reading phrases with good expression can be taught
directly
Put the text on the overhead/document camera.
The teacher models the “scooping” process then asks students to practice
Text can be written and read in phrases
Scooping process – students use the eraser of a pencil as they scoop and read phrases
Round Robin Reading is not best pracOce. (or any pracOce that has one student reading aloud while whole class “follows”)
“Good-‐bye Round Robin,” Opitz, Rasinski points out:
With the exception of occasional use in SMALL GROUPS for the purpose of monitoring progress, Round Robin reading poses problems such as: Causing inattentive behaviors Modeling poor or inaccurate reading Promoting anxiety or embarrassment Allowing others to correct before student self corrects Consuming valuable class time that could be more effectively
used
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Six things you can do to develop fluency 1. Model fluent reading. 2. Provide direct instruction and feedback. 3. Provide reader support (choral reading, echo reading) 4. Use repeated readings of one text. 5. Cue phrase boundaries in text. 6. Provide students with easy reading materials
Support, Guide and Encourage Wide Reading Promote reading opportunities throughout the day and
at home!
ReflecOon: Type in Chat Box Name one or two specific fluency building strategies you are taking away and plan to use in your classroom. Why this strategy?
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Resources
“Good-bye Round Robin,” Opitz, Rasinski
Intervention Central – http://www.interventioncentral.org Fluency Resource List-(attachment)
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